Page 15 of 26

 

Shcherbyna O.A.ORGANIZATION OF IN-SERVICE TRAINING TEACHER AT THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE UNIVERSITY

Shcherbyna O., docent, Ph.D, docent of information technologies department of the Kyiv National University of Construction and Architecture

Abstract

The problem of informatization, introduction of modern information and communication technologies (ICT) into the educational process is very actual at the current stage of higher education development. This problem has several aspects. Previously technical aspects dominated associated with the need to equip schools with necessary equipment and software, now at the forefront comes pedagogical aspect - formation ICT-required competencies of teachers. It turns out that it is insufficient training of teachers in ICT what now is the weakest link, the main obstacle in solving the problem of informatization of education. Today we could have much better results if teachers were able and wanted to use in their daily work ICT, which have been available to them for a long time.

The article shows that the current competency rising system in Ukraine for teachers is unable to provide short term solution to this problem. Therefore, the author proposed a fundamentally different approach to the ICT competencies of teachers based on their informal training, which takes place in the workplace, job duty.

Content and phases of the study are determined by the university adopted phased plan of ICT introduction, each stage is described by Shewhart-Deming cycle, also called cycle PDCA (Plan-Do-Check-Act). Usage of this PDCA model, which is widely used in scientific disciplines such as project management, is quite natural, since the introduction of ICT in the educational process, as well as implementing any other innovation, has all the characteristics of the project. Consequently, the proposed model of organization of teachers’ education can be classified as project activity - one of the most promising forms of training of modern education.

Training takes place in small groups and has a clear focus on practical implementation of specific ICT to the education process. At the same time, teacher is not loaded by performing any abstract exercises or any work of purely educational purposes. Everything the teacher does in the learning process, should be used by students in the discipline he teaches.

Keywords: informal learning;  information and communication technologies in education;  in-service training;  professional development of teachers.

References

 

  1. Leshchenko M. P., Kapustjan I. I.. Kolaboratyvnyj pidkhid do rozvytku IKT kompetentnostej uchyteliv i uchniv zaghaljnoosvitnikh navchaljnykh zakladiv Shveciji. [Collaborative approach to the development of ICT competencies of teachers and students of secondary schools in Sweden.] ISSN 2076-8184. // Informacijni tekhnologhiji i zasoby navchannja. 2012. # 5 (31). // [Elektronnyj resurs]. Rezhym dostupu: http://archive.nbuv.gov.ua/e-journals/ITZN/2012_5/750-2367-1-RV.pdf (ukr).
  2. Mezhdunarodnaja standartnaja klassyfykacyja obrazovanyja MSKO 2011. Ynstytut statystyky JuNESKO. – 2013. – 86 c. [International Standard Classification of Education ISCED 2011] // [Elektronnyj resurs]. Rezhym dostupu: http://www.uis.unesco.org/Education/Documents/isced-2011-ru.pdf (rus).
  3. Systema elektronnogho navchannja VNZ na bazi MOODLE: Metodychnyj posibnyk [Electronic learning institutions based on MOODLE.] / Ju. V. Tryus, I. V. Gherasymenko, V. M. Franchuk // Za red. Ju. V. Tryusa. – Cherkasy. – 2012, – 220 s.
  4. Shсherbyna O. A. Informaljna osvita vykladachiv vyshchykh tekhnichnykh navchaljnykh zakladiv shchodo vykorystannja informacijno-komunikacijnykh tekhnologhij. [Informalna education teachers of higher technical educational institutions on the use of information and communication technologies.] / Neperervna profesijna osvita: teorija i praktyka // Naukovo-metodychnyj zhurnal. – 2011. – Vypusk 1. c. 22-26 (ukr).
  5. Karagiorgi Y., Charalambous K. ICT in-service training and school practices: in search for the impact. // Charalambous Journal of Education for Teaching: International research and pedagogy. Volume 32, Issue 4, 2006. P. 395-411. DOI: 10.1080/02607470600981995 (eng).

  Full Text: (ukr) PDF